Michael E. May

512 total citations
18 papers, 354 citations indexed

About

Michael E. May is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Clinical Psychology. According to data from OpenAlex, Michael E. May has authored 18 papers receiving a total of 354 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Developmental and Educational Psychology, 12 papers in Cognitive Neuroscience and 5 papers in Clinical Psychology. Recurrent topics in Michael E. May's work include Behavioral and Psychological Studies (14 papers), Autism Spectrum Disorder Research (12 papers) and Attention Deficit Hyperactivity Disorder (4 papers). Michael E. May is often cited by papers focused on Behavioral and Psychological Studies (14 papers), Autism Spectrum Disorder Research (12 papers) and Attention Deficit Hyperactivity Disorder (4 papers). Michael E. May collaborates with scholars based in United States and United Kingdom. Michael E. May's co-authors include Craig H. Kennedy, Mark T. Harvey, Anthony J. Cuvo, Morgan Chitiyo, George Chitiyo, Maria G. Valdovinos, Blair P. Lloyd, David A. Lightfoot, Ali Srour and John A. Phillips and has published in prestigious journals such as Behavioural Brain Research, Physiology & Behavior and Research in Developmental Disabilities.

In The Last Decade

Michael E. May

17 papers receiving 330 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Michael E. May United States 9 163 157 134 55 54 18 354
Helen Maris United Kingdom 4 59 0.4× 198 1.3× 168 1.3× 73 1.3× 47 0.9× 5 368
Luiz Renato Rodrigues Carreiro Brazil 11 58 0.4× 118 0.8× 105 0.8× 68 1.2× 90 1.7× 80 355
Mamta Banu Dadlani United States 4 272 1.7× 334 2.1× 179 1.3× 104 1.9× 58 1.1× 6 568
Monica Bellina Italy 11 65 0.4× 155 1.0× 207 1.5× 53 1.0× 152 2.8× 17 415
Helen Fitzpatrick United Kingdom 7 61 0.4× 100 0.6× 123 0.9× 48 0.9× 149 2.8× 10 417
Jenifer Walkowiak United States 6 116 0.7× 173 1.1× 105 0.8× 38 0.7× 169 3.1× 8 378
Tiejo van Gent Netherlands 7 128 0.8× 170 1.1× 76 0.6× 31 0.6× 36 0.7× 8 327
Katherine K. M. Stavropoulos United States 15 137 0.8× 414 2.6× 199 1.5× 94 1.7× 143 2.6× 30 569
Lisa M. Goos Canada 8 80 0.5× 184 1.2× 139 1.0× 44 0.8× 217 4.0× 10 490
Hannah Kirk Australia 12 114 0.7× 157 1.0× 61 0.5× 43 0.8× 122 2.3× 26 397

Countries citing papers authored by Michael E. May

Since Specialization
Citations

This map shows the geographic impact of Michael E. May's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Michael E. May with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael E. May more than expected).

Fields of papers citing papers by Michael E. May

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael E. May. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Michael E. May. The network helps show where Michael E. May may publish in the future.

Co-authorship network of co-authors of Michael E. May

This figure shows the co-authorship network connecting the top 25 collaborators of Michael E. May. A scholar is included among the top collaborators of Michael E. May based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Michael E. May. Michael E. May is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

18 of 18 papers shown
1.
Overstreet, David H., et al.. (2025). Using the teach-back method to improve staff implementation of naturalistic environmental teaching. Journal of Organizational Behavior Management. 1–10.
2.
May, Michael E.. (2018). Effects of Differential Consequences on Choice Making in Students at Risk for Academic Failure. Behavior Analysis in Practice. 12(1). 154–161. 3 indexed citations
3.
May, Michael E., et al.. (2018). The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability. Journal of Research in Special Educational Needs. 19(3). 232–240. 6 indexed citations
4.
May, Michael E., et al.. (2017). Factors predicting sustainability of the schoolwide positive behavior intervention support model. Preventing School Failure Alternative Education for Children and Youth. 62(2). 94–104. 14 indexed citations
5.
May, Michael E., et al.. (2017). A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming. Career Development and Transition for Exceptional Individuals. 41(3). 156–165. 3 indexed citations
6.
May, Michael E., et al.. (2014). Internal Consistency and Inter-Rater Reliability of the Questions About Behavioral Function (QABF) Rating Scale When Used by Teachers and Paraprofessionals. Education and Treatment of Children. 37(2). 347–364. 6 indexed citations
7.
Valdovinos, Maria G., et al.. (2013). Serotonin2A/C receptors mediate the aggressive phenotype of TLX gene knockout mice. Behavioural Brain Research. 256. 354–361. 19 indexed citations
8.
May, Michael E., et al.. (2012). Evaluating Competing Reinforcement Contingencies on Off-Task Behavior in a Preschooler with Intellectual Disability: A Data-Based Case Study. Education and Treatment of Children. 36(1). 97–109. 8 indexed citations
9.
Chitiyo, Morgan, et al.. (2012). Measures used in assessing outcomes of school‐wide positive behaviour support. Journal of Research in Special Educational Needs. 14(4). 229–238. 6 indexed citations
10.
Chitiyo, Morgan, Michael E. May, & George Chitiyo. (2012). An Assessment of the Evidence-Base for School-Wide Positive Behavior Support. Education and Treatment of Children. 35(1). 1–24. 26 indexed citations
11.
May, Michael E.. (2011). Aggression as positive reinforcement in people with intellectual disabilities. Research in Developmental Disabilities. 32(6). 2214–2224. 10 indexed citations
12.
May, Michael E. & Craig H. Kennedy. (2010). Health and Problem Behavior Among People With Intellectual Disabilities. Behavior Analysis in Practice. 3(2). 4–12. 42 indexed citations
13.
May, Michael E., et al.. (2009). Modelling missing values for audience measurement in outdoor advertising using GPS data. Publikationsdatenbank der Fraunhofer-Gesellschaft (Fraunhofer-Gesellschaft). 3993–4006. 2 indexed citations
14.
May, Michael E. & Craig H. Kennedy. (2009). AGGRESSION AS POSITIVE REINFORCEMENT IN MICE UNDER VARIOUS RATIO‐ AND TIME‐BASED REINFORCEMENT SCHEDULES. Journal of the Experimental Analysis of Behavior. 91(2). 185–196. 29 indexed citations
15.
May, Michael E., Ali Srour, Lora K. Hedges, et al.. (2009). Monoamine Oxidase A Promoter Gene Associated With Problem Behavior in Adults With Intellectual/Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities. 114(4). 269–273. 12 indexed citations
16.
Harvey, Mark T., et al.. (2007). Varied effects of conventional antiepileptics on responding maintained by negative versus positive reinforcement. Physiology & Behavior. 93(3). 612–621. 6 indexed citations
17.
Harvey, Mark T., Michael E. May, & Craig H. Kennedy. (2004). Nonconcurrent Multiple Baseline Designs and the Evaluation of Educational Systems. Journal of Behavioral Education. 13(4). 267–276. 97 indexed citations
18.
Cuvo, Anthony J., et al.. (2001). Effects of living room, Snoezelen room, and outdoor activities on stereotypic behavior and engagement by adults with profound mental retardation. Research in Developmental Disabilities. 22(3). 183–204. 65 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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